emphasising students’ authentic tasks Khan, 1997 in Reeves, 1997. Laurillards interactive level, which provides opportunities for student to undertake authentic task,
has also been explained in section 2.4.6 above.
1.18.11. Mental Models
Appropriate mental models can be used to interpret new information, assimilate new information back into those models, reorganise the models in light of
the newly interpreted information, and use the newly aggrandised mental models to explain, interpret, or infer new knowledge Norman, 1983 in Reeves, 1997. Winn
and Snyder define mental models as “the mental structures we use to understand systems and solve problems arising from the way systems work
” Winn et al., 1996, p.123 quoted in Reeves, 1997. Reeves 1997 argues that developing robust mental
models, which can be ‘run’ and ‘rehearsed’, is an important outcome in higher education.
1.18.12. Higher Order Outcomes
Instead of transmission of existing knowledge and skills in fields, WWW may be used to develop higher order outcome such as problem-solving abilities, creativity,
curiosity, and the desire for lifelong learning Reeves, 1997.
Chapter 3 Research Methodology
1.19. IS Research Methodology
An appropriate research methodology to conduct research in IS is very important, in order to achieve an acceptable result. According to Stamper,
methodology is the comparative and critical study of methods, and methods are
specific ways of approaching and solving problems Stamper, 1988. This paper follows Galliers 1992 and Weick 1984 which distinguish
between research approach or strategy as “a way of going about one’s research,
embodying a particular style and employing different methods” and research method
as “a way to systemise observation, describing ways of collecting evidence and indicating the type of tools and techniques to be used during data collection”
Galliers, 1992; Weick, 1984 in Cavaye, 1996. Based on Stamper’s definition, research approach or strategy and research method are methods.
Therefore, the definition of methodology by Stamper and the definitions of
research approach and research method by Gallier and Weick will be used in this
research. In this chapter, the research approaches and research methods, which are used to conduct the research, will be explained.
1.20. IS Research Approach
Research approaches can be divided broadly into two categories: positivist scientific and interpretative Gallier, 1985, 1992; Galliers et al., 1987. The
positivist approach assumes that phenomena observed under investigation can be investigated objectively and rigorously Klein et al., 1985 in Gallier 1992. This
approach has arisen from the scientific tradition which is characterised by repeatability, reductionism and refutability Checkland, 1981. On the contrary,
interpretivist approach assumes that the methods of scientific tradition to be inappropriate in social scientific enquiry, mainly because different people will have
different interpretation of social phenomena Gallier 1985 in Gallier 1992, after Checkland, 1981.
